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Lesson 1 - Moving and Controlling with Feet

Foundation Feet Skills and Ball Control for Young Learners

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Year 1

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Ball Skills

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45 min

Big Question

How can we use our feet to keep the ball close and move safely into spaces?

Learning Objectives

Recap and develop understanding of moving with a ball using feet
Understand the meaning of 'control' and its importance in ball skills
Explore different ways of using feet to move the ball whilst maintaining control

Key Outcomes

Students can demonstrate basic ball control using their feet
Students understand why keeping the ball close is important
Students can move into space whilst avoiding other students

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Large playground balls, size 3 footballs

Cones

12-16

Used to mark boundaries and create obstacles for extension work

Alternative: Bean bags, markers

Bibs

As needed

For differentiation groups if required

Alternative: Coloured bands

Key Vocabulary

Control

Keeping the ball close to us so others cannot take it away

Space

An empty area where there are no other people or obstacles

Dribble

Moving the ball forward using small touches with our feet

Touch

When we make contact with the ball using part of our foot

Dominant foot

The foot we prefer to use, like our favourite hand

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of moving with equipment from EYFS
Simple foot-eye coordination skills
Following basic movement commands

Current Skills

Ball control using feet with increasing precision
Understanding of 'control' and 'space' concepts
Moving into spaces whilst maintaining ball possession

Next Steps

Introduction to dribbling techniques
Basic passing skills with feet
Simple football-type games

Milestone Indicators

Consistent ball contact using feet

Ability to stop ball on command

Understanding of spatial awareness concepts

Key Teaching Points

Emphasise 'small touches' for ball control throughout the lesson
Connect all activities to the concepts of 'control' and 'space'
Use clear, simple vocabulary appropriate for Year 1 understanding
Provide frequent positive feedback and encouragement
Demonstrate all activities clearly before students attempt them
Ensure safety is prioritised in all ball control activities
Build on EYFS learning whilst introducing new concepts

Common Misconceptions

Harder touches make better control - teach that gentle touches keep ball close
Only one part of foot can be used - show variety of foot surfaces available
Space means anywhere in area - explain space means empty areas away from others
Control means stopping the ball - explain control means keeping ball close while moving
Faster movement is better - emphasise that control is more important than speed

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear boundaries and expectations, immediate positive feedback, fidget ball for waiting times

dyspraxia

Larger, slower balls for easier tracking, simplified movement patterns, extra practice time, break skills into smaller components

autism spectrum

Clear visual schedule of activities, warning before transitions, quiet space available if overwhelmed, consistent routine and language

visual impairment

Use brightly coloured balls, provide verbal descriptions of demonstrations, use tactile guidance for foot positioning, assign sighted buddy for support

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for game commands, ensure student can see teacher's face when speaking

physical disability

Provide seated ball control options, adapted balls (larger/lighter), modified distances, allow hand assistance if needed for participation

Cross-Curricular Links

English

Following instructions, learning new vocabulary, describing movements and actions

Maths

Counting touches, measuring distances moved, basic spatial concepts, following sequences

Science

Understanding forces and motion, cause and effect relationships, body awareness

PSHE

Personal responsibility, following rules, cooperation with others, building confidence

Teacher Guidance

Positioning

Move around the outside of the activity area to maintain visual contact with all students. Position in centre for demonstrations, then return to perimeter for observation.

Observation Focus

Watch for: ball control technique, spatial awareness, response to instructions, safety awareness, understanding of concepts

Intervention Points

["Step in if students lose control and balls scatter into unsafe areas", "Intervene if students begin using inappropriate techniques", "Support students who appear frustrated or struggling", "Redirect students who are not following safety guidelines"]

Demonstration Notes

Always demonstrate with exaggerated movements so all students can see clearly. Use both successful and unsuccessful examples to highlight learning points. Involve students in demonstrations when appropriate.

Verbal Cues

•'Small touches keep it close!'
•'Look for space - find an empty area!'
•'Gentle feet, gentle touches!'
•'Stop ball first, then body part touches!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear area, preferably on flat playground surface

Surface Check

Dry, level surface free from debris, holes, or slippery areas

Equipment Safety

Safety Checks

•Check balls are properly inflated but not over-inflated
•Ensure balls are appropriate size for Year 1 students
•Remove any damaged balls with cuts or deflation issues

Risk Management

Key Risks

•Slips and falls during ball control activities
•Collisions between students moving in same space
•Balls rolling into unsafe areas
•Students falling when attempting to stop quickly

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing emphasised in all activities
•Progressive skill building from stationary to movement
•Regular reminders about spatial awareness
•Appropriate footwear checked before lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during game applications
•Stay mobile during free exploration phases
•Maintain clear sight lines to all boundaries

Emergency Procedures

Stop all activity immediately on safety concern, assess injury level, provide appropriate first aid and support, contact school office if required